MANAJEMEN PENDIDIKAN ANAK USIA DINI BERBASIS PROGRAM LAYANAN HOLISTIK INTEGRATIF DI TK IT AL ARIF KEDIRI

Salsabila Nur Hamiidah, NIM.: 23204091022 (2025) MANAJEMEN PENDIDIKAN ANAK USIA DINI BERBASIS PROGRAM LAYANAN HOLISTIK INTEGRATIF DI TK IT AL ARIF KEDIRI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

In recent decades, there has been a paradigm shift in early childhood education. The more traditional educational paradigm that focuses on academic teaching such as reading, writing, and arithmetic, is now beginning to shift towards a more holistic approach. Holistic education pays attention to the child's development as a whole, including cognitive, physical, emotional, social, and spiritual aspects. This emerged as a response to the challenges of an increasingly complex world, where children need to be equipped with skills not only academically, but also life skills, creativity, and adaptability. The purpose of the study was to analyze Early Childhood Education Management Based on Integrative Holistic Service Program at Al Arif Kediri IT Kindergarten. The type of qualitative research with the research subjects of the principal, 2 homeroom teachers of classes A and B at Al Arif Kediri IT Kindergarten, and 1 parent of a student's guardian. Data collection techniques consist of observation, interviews, and documentation. The data analysis technique using the Miles and Huberman model consists of 4 stages, namely, data collection, data reduction, data presentation, and drawing conclusions. The validity test of the data used triangulation of primary data sources, namely the principal's resource persons, homeroom teachers, parents' parents, and secondary data. The results of the study show that: First, the principal of Al Arif Kediri IT Kindergarten implements an integrative holistic service program through stages 1) environmental observation planning, formulation of vision, mission and goals of the institution, formulation of strategies. 2) Organizing the design of the organizational structure of the institution and the work team. 3) implementation of the ten components. 4) supervision to ensure the success of integrative holistic programs. Second, supporting factors are the commitment of institutional leaders, active involvement of parents, partnerships with external agencies such as health centers and social services. Inhibiting factors are the limitation of human resources in understanding the integrative holistic approach, the lack of training for educators, obstacles in cross-sector coordination, and the lack of special fund allocation. Third, the impact of increasing parental involvement, the availability of regular health and nutrition services, and the improvement of teachers' ability to provide overall stimulation of children's development. This approach encourages stronger partnerships between schools and external institutions. Nevertheless, challenges remain, especially in terms of program sustainability, limited funding, and lack of understanding by some parties of the importance of integrated services.

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